Searching ......
What happened as a result of the teaching?
The teaching and learning is designed around the principles of formative assessment: Assessment Online ‘Assessment for Learning in practice’
Melissa has worked hard from the beginning of the year to set up a learning focussed environment where processes and protocols gradually shift the locus of control to allow greater ownership of the learning by students, with a shift of responsibility from teacher to students. She achieves this through:
The students are fully involved in self and peer assessment through the use of peer response groups, where they give each other feedback and feedforward on a specific piece of writing. They have been trained to use this process from the beginning of the year, and will undertake the conversations every two or three weeks. In this task, the students have been engaged and motivated to write an explanation of how their cupcakes rose, through the use of baking powder. The context is authentic, they have an audience for their writing, and they have selected their purpose. They analyse their own, and each other’s writing to consider what they have achieved and where they go next.
Watch video clip 3: Peer response
Please note that in order to view this video you either need a web browser that supports HTML5 video or to ensure both JavaScript and Flash are enabled for your browser. Alternatively you can use the download link below to view the video in your player of choice
Questions for teachers:
Phase 4 - Learning Inquiry
What is the impact of the teaching and learning?
Melissa is constantly investigating the impact of her teaching in terms of the prioritised outcomes, and uses a range of approaches. In this case, the students are self-assessing their progress and achievement on the Homai School Writing Profiles. The school has developed these over the last few years, using the Literacy Progressions, the e-asTTle rubrics, and the National Standards book, to show longitudinal progress and achievement in writing over their six years of primary schooling.
For this assessment, the task was for the students to write about their science investigation. They had to select their purpose - to explain, describe, or instruct - and to use the appropriate structure and language. This was an independent writing sample, with one teacher conference. They look for evidence of their goals, and annotate their own writing sample by highlighting, on the profile rubric, the criteria they have achieved.
The challenge is to involve the students as they discuss, clarify, and reflect on their own goals, their achievement of these and their next steps. Melissa supports the discussion in a group conference, where students work in pairs to discuss their sample of writing. They need to understand the desired outcomes and criteria for success. They know where they are going, they know how they are doing, and they know where they need to go next. Thus they are becoming assessment capable.
Watch video clip 4: Student learning inquiry
Following these group conferences, Melissa reflects on the impact of her teaching, asking herself the three key questions:
She considers what teaching strategies were successful, what students learnt, and what they need to learn next.
Watch video clip 5: Teacher reflections of learning inquiry
« Previous Next » 1... 742 743 744 745 746 747 748 749 750 751 752 753 754 755 ...1214
